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    • Early childhood education and care
      • Guidelines and recommendations for evaluating the quality of early childhood education and care
      • Valssi – National quality evaluation system for ECEC
        • Background and development of Valssi
        • Training and support material
        • Evaluation tools
        • The Early Childhood Education and Care Quality Evaluation Network
        • Piloting of the evaluation tool for Sámi early childhood education and care
      • Thematic and system evaluations
        • Evaluation of anti-bullying activities and support for children’s emotional and social skills in early childhood education and care (2023-2024)
        • Current state of quality management in early childhood education and care (2025-2026)
        • Evaluation of the realisation of ECEC for children the age of three and under (2026-2027)
      • Annual calendar for data collections in ECEC
    • Pre-primary, primary and lower secondary education
      • Learning outcomes evaluations
        • Assessment of learning outcomes in A syllabus of English in basic education grade 7, autumn 2018
        • Evaluation of learning outcomes in long syllabus English grade 9, spring 2021
        • Assessment of learning outcomes in A syllabus of Finnish in basic education grade 9
        • Assessment of learning outcomes in mathematics at the end of basic education in 2021
        • Longitudinal assessment of learning outcomes in basic education, first and third grade
        • Assessment of learning outcomes in mother tongue (L1) and literature in the final stage of basic education
        • Learning outcomes evaluations 2014–2015
      • Thematic and system evaluations
        • Pedagogical leadership
        • Evaluation of the new forms of student counselling (OHJA) 2022–2024
        • Enhancement-led evaluation in the action plan supporting the capabilities for attending school of students with an immigrant background (KIEPPI), 2022–2024
        • Mapping of Longitudinal data of Inequalities in Education (MapIE)
        • Social Inclusion Research Project
        • Evaluation of the implementation of the national core curriculum for pre-primary and basic education
        • Evaluation of methods that prevent bullying and improve wellbeing and the working atmosphere
        • Immigrants’ educational pathways
        • Realisation of the cultural and social rights of children living in rural and archipelago areas in changes made to the school network and impact of the closures of comprehensive schools on the vitality of regions
        • Survey of the current state of quality management in basic education
        • Impacts of exceptional teaching arrangements related to the COVID-19 epidemic
        • Study on the causes and background factors resulting differences in learning outcomes between and within the genders (2020–2021)
        • Evaluation of the engaging school community work
        • State and effectiveness of preparatory education and instruction in the pupil’s own mother tongue (2020–2022)
    • General upper secondary education
      • Thematic and system evaluations
        • Pedagogical leadership
        • Evaluation of the general upper secondary education reform (LUKA)
        • Evaluation of the new forms of student counselling (OHJA) 2022–2024
    • Vocational education
      • Learning outcomes evaluations
        • Electrical and Automation Industry
        • Evaluation of the vocational qualification and the further vocational qualification in the wood industry
        • Evaluation of the vocational qualification in mechanical engineering and production technology and the further and specialist vocational qualifications in production technology
        • Evaluation of the vocational qualification in natural and environmental protection and the futher vocational qualification in nature-based services
        • Evaluation of the vocational qualification in safety and security and further vocational qualification in the security sector
        • Piloting the Evaluation System in the Vocational Qualifications in Logistics and Social and Health Care and the Further Vocational Qualification in the Transport Sector
      • Thematic and system evaluations
        • Pedagogical leadership
        • Evaluation of education in the ECEC sector
        • Finding employment after vocational education
        • The provision of special support in vocational education and training
        • Competence provided by VET in relation to the requirements of studies at universities of applied sciences
        • Overall evaluation of the qualification system of vocational education and training
        • Ability of the education system to respond to challenges of continuous learning in sudden structural changes
        • Immigrants’ educational pathways
        • Evaluation of education in the maritime sector 2020–2022
        • Quality of demonstration activities and the competence shown in vocational competence demonstrations
        • Evaluation of the new forms of student counselling (OHJA) 2022–2024
        • Workplace education and training and working life cooperation in VET
        • Individual study pathways in vocational education and training
      • Evaluation and support of quality management
        • Evaluation of the quality management systems of vocational education and training providers 2022
        • Evaluation of the quality management systems of vocational education and training providers, 2015
        • Support for evaluation and quality management
      • Overview of the key findings of evaluations of vocational education and training
    • Higher education
      • 4th cycle: Audits of higher education institutions 2025-2030
      • 4th cycle audits: registration and timetable
      • Audit register for higher education institutions
      • Complaints and appeals procedures for audits
      • Quality Label for Excellence
        • Higher education institutions awarded with Quality Label for Excellence
      • 3rd cycle: Audits of higher education institutions 2018–2024
        • Audit of the University of Ljubljana in 2023-2024
        • Audit of the Aalto university 2023
        • Audit of Åbo Akademi University 2022
        • Audit of Centria University of Applied Sciences 2023
        • Audit of the University of Graz 2021
        • Audit of Haaga-Helia University of Applied Sciences 2023
        • Audit of Häme University of Applied Sciences 2022
        • Audit of Hanken School of Economics 2023
        • Audit of the University of Helsinki 2022
        • Humanistisen ammattikorkeakoulun auditointi 2024
        • Audit of the University of Eastern Finland 2022
        • Audit of JAMK University of Applied Sciences 2019
        • Audit of the University of Jyväskylä 2021
        • Audit of the Kajaani University of Applied Sciences 2021
        • Audit of the Karelia University of Applied Sciences
        • Audit of the LAB University of Applied Sciences
        • Audit of the Lapland University of Applied Sciences 2023
        • Audit of the University of Lapland 2022
        • Audit of the Laurea University of Applied Sciences 2022
        • Audit of LUT University 2021
        • Audit of the National Defence University 2023
        • Audit of Metropolia University of Applied Sciences 2022
        • Audit of the Oulu University of Applied Sciences 2024
        • Audit of the University of Oulu 2023
        • Audit of Police University College 2023
        • Audit of the Satakunta University of Applied Sciences 2022
        • Audit of Savonia University of Applied Sciences 2022
        • Audit of the Seinäjoki University of Applied Sciences 2022
        • Audit of The University of the Arts Helsinki 2024
        • Audit of the Tampere University of Applied Sciences 2022
        • Audit of Tampere University 2023
        • Audit of the Turku University of Applied Sciences 2022
        • Audit of the University of Turku 2023
        • Audit of the University of Vaasa 2024
        • Audit of the Vaasa University of Applied Sciences 2021
        • Audit of Xamk University of Applied Sciences 2021
        • Audit of Arcada University of Applied Sciences 2023
        • Audit of Novia University of Applied Sciences 2019
      • Evaluations of study fields
        • The evaluation of higher education in bioeconomy
        • Evaluation of science education
        • Evaluation of fields of study: humanities, business, technology and social sciences
        • Evaluation of undergraduate medical education
        • Evaluation of education in the maritime sector 2020–2022
        • The evaluation of higher education in law
        • The evaluation of higher education in social and health care
      • Thematic and system evaluations
        • Pedagogical leadership
        • Competence provided by VET in relation to the requirements of studies at universities of applied sciences
        • The evaluation of the state and renewal of higher education pedagogy
        • Evaluation of Government’s key projects for higher education 2017–2022
        • Evaluation of education in the ECEC sector
        • Ability of the education system to respond to challenges of continuous learning in sudden structural changes
        • IIEP-Unesco Project on Flexible Learning Pathways in Higher education
        • Immigrants in higher education
      • Engineering programme accreditations
        • FINEEC Committee fo Engineering Edcation
        • Instructions and further information for the HEI considering accreditation
        • Register of accredited engineering programmes
        • Complaints and Appeals Procedures
        • Guidelines for the foreign agencies carrying out EUR-ACE accreditations in Finland
      • External evaluation
        • ENQA external review 2021–2022
        • ENQA external review 2016–2017
      • Quality Assurance Fit for the Future (QA-FIT) project
    • Liberal adult education
      • Evaluation of societal impact and accessibility of liberal adult education (2025–2026)
      • Evaluation of the new forms of student counselling (OHJA) 2022–2024
      • Evaluation of literacy training for immigrants 2022
    • Basic education in the arts
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      • Plan for Education Evaluation 2020–2023
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  3. Hannele Seppälä

Hannele Seppälä

Kuva Hannele Seppälästä.

Hannele Seppälä

Vice Director
Head of Unit
Management and administration, Development Services
+358 29 533 5550 [email protected] Helsinki

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Finnish Education Evaluation Centre (FINEEC) P.O. Box 380 (Hakaniemenranta 6), FI-00531 HELSINKI
Hannikaisenkatu 47 (1st Floor), FI-40100 JYVÄSKYLÄ
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029 533 5500
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